小学高年级学生数学审题障碍心理干预研究

发布时间：2018-01-27 09:26

本文关键词： 小学高年级学生数学审题障碍心理干预研究　出处：《四川师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：审题是小学高年级学生数学解题的重要环节。教学实践表明,大部分学生存在各种各样的数学审题障碍。克服数学审题障碍可以提高数学解题效率、减轻数学学习负担,增强学生学习数学的主动性、积极性和创造性,对培养学生良好的学习习惯和独立自强的学习精神有重要意义。近年来,国内外研究者对学生数学审题障碍进行了大量研究,并取得了丰富的研究成果。从相关领域的研究成果和小学高年级数学教育教学实践来看,小学高年级学生数学审题障碍大多由心理原因引起。目前,研究主要停留在探讨层面。所谓的干预措施几乎都是从数学教育教学方法入手,没有从心理学角度进行系统性综合性研究分析和干预实践。所以,本研究以小学高年级学生为对象,从心理学与教育学融合的角度对数学审题障碍进行综合研究和干预。本研究结合心理学相关知识和技术采用教学与方法对数学审题障碍进行干预,然后采用数量分析方法检验干预的实践效果。首先,根据国内外相关领域的研究现状总结和分析小学高年级学生产生数学审题障碍的典型心理原因。其次,结合小学五年级数学教学大纲和审题障碍的表现编制有针对性的试卷作为检测工具。再次,选取具有代表性的某小学五年级两个班作为研究对象,结合小学五年级数学教育教学,运用班级团体辅导技术对实验组进行干预,对照组不作干预。最后,通过干预前后实验组和对照组的数据分析,检测干预效果,得出结论和启示。本研究的实验检测结果表明,实验组在相关审题障碍的题目上的正确率有所提高,对照组在干预前后无明显差异。根据学生在班级团体辅导中的表现和测试结果,本研究得出如下结论。1.通过班级团体辅导的干预,小学高年级学生因心理轻视、畏难情绪、思维定势而引起的数学审题障碍得到有效缓解。运用心理学知识和心理健康教育手段,如班级团体辅导,可以有效解决小学高年级学生数学学习中的困难和问题。2.将心理健康教育的基本知识和班级团体辅导的理论技术融入到数学课堂教学是小学高年级教育教学方法的创新,是心理学与教育学融合发展、创新运用的有效探索和实践,有利于促进教学理念更新、强化课堂互动、活跃课堂气氛、激发学生学习兴趣,增强教学效果,有利于践行和发展素质教育,促进学生全面成长。
[Abstract]:The teaching practice shows that most students have all kinds of obstacles in mathematics examination. Overcoming the obstacle can improve the efficiency of mathematical problem solving. It is of great significance to lighten the burden of mathematics study and enhance students' initiative, enthusiasm and creativity in learning mathematics, which is of great significance to cultivate students' good study habits and independent and self-reinforcing learning spirit. Researchers at home and abroad have done a lot of research on the obstacle of students' mathematics examination, and have made a lot of research results, from the related research results and the teaching practice of mathematics education in the senior grade of primary school. At present, the research mainly stops at the level of discussion. The so-called intervention measures are almost from the teaching methods of mathematics education. There is no systematic comprehensive research and intervention practice from the perspective of psychology. Therefore, this study is aimed at senior primary school students. From the perspective of the integration of psychology and pedagogy, the author makes a comprehensive research and intervention on the mathematics examination obstacle. This study combines the psychology related knowledge and technology to use the teaching and the method to intervene the mathematics examination question obstacle. Then the quantitative analysis method is used to test the practical effect of intervention. Firstly, according to the domestic and foreign research situation in related fields, it summarizes and analyzes the typical psychological reasons of mathematics examination obstacle of senior students in primary school. Secondly. Combined with the fifth grade mathematics syllabus and the performance of the performance of problem review obstacles to compile targeted test papers as a test tool. Thirdly, select a representative of the fifth grade of a primary school for the study of two classes. Combined with mathematics teaching in grade five, the experiment group was used to intervene the experimental group, while the control group did not. Finally, the data of the experimental group and the control group were analyzed before and after the intervention, and the effect of intervention was tested. Conclusion and enlightenment. The experimental results of this study show that the experimental group has improved the correct rate on the related problems. There is no significant difference between the control group before and after intervention. According to the students' performance and test results in class group counseling, this study draws the following conclusion: 1. Through class group counseling intervention. The problems of mathematics examination caused by psychological contempt, fear of difficulties and fixed thinking of students in primary school were effectively alleviated. Psychological knowledge and mental health education methods, such as class group counseling, were used. The basic knowledge of mental health education and the theory of class group guidance can be integrated into the mathematics classroom teaching is the teaching of primary school senior education. Innovation of methods. It is an effective exploration and practice of combining psychology and pedagogy, which can promote the renewal of teaching idea, strengthen classroom interaction, activate classroom atmosphere, stimulate students' interest in learning and enhance teaching effect. It is beneficial to practice and develop quality education and promote students' overall growth.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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